Der Modellversuch "Offenes Lernen: Effizienzsteigerung durch den Einsatz von Multimedia und Telelernen" wird in der Stiftung Berufliche Bildung (SBB) durchgeführt. Effizienz des offenen Lernens, wie es in der SBB entwickelt und praktiziert wird, soll überprüft und unter Einbeziehung neuer Medien weiterentwickelt werden. Von besonderem Interesse sind dabei Fragen, wie Selbständigkeit und Eigenverantwortung im Lernprozess unterstützt werden können. Ehemalige Teilnehmer wurden befragt, ob und in welchem Masse die Weiterbildungsmassnahmen zur Entwicklung von Kompetenzen, die am Arbeitsmarkt bzw. im Erwerbsleben gefragt sind, beigetragen hat. Die Einschätzungen bestätigen insgesamt das Konzept des am SBB praktizierten "offenen Lernens".
Der Beitrag gibt einen Überblick über das Berufsbildungssystem Australiens unter besonderer Berücksichtigung der an TAFE-Colleges (Technical and Further Education) praktizierten Flexibilisierung in der beruflichen Weiterbildung. Das Bildungsangebot an diesen Colleges deckt zum Teil das ab, was Sekundarstufen des deutschen allgemeinbildenden Schulwesens, Berufsschulen, Fachhochschulen und Universitäten im Grundstudium bieten. Durch Flexibilisierung soll eine höhere Individualisierung von Lernen und die Demokratisierung des Bildungswesens erzielt werden. Im Vordergrund steht dabei der Einsatz multimedialer Techniken und technischer Kommunikationssysteme. Der Beitrag beschreibt die Erfahrungen mit flexiblem Lernen und Lehren und erörtert die Bedeutung für die deutsche Berufsbildung.
Der vorliegende Beitrag setzt sich mit zwei idealtypischen Vorstellungen neuen Lernens, den jeweiligen Funktionen neuer Bildungsmedien und der Rolle der Ausbilder in diesem Rahmen auseinander. Die einer dieser Vorstellungen, nämlich der des offenen Lernens, welches am Berufsförderungszentrum Essen favorisiert wird, zugrunde liegende pädagogische Psychologie sowie die notwendigen Rahmenbedingen zu ihrer praktischen Umsetzung werden aufgeschlüsselt und erörtert. Anwendungs- und Erfahrungsbeispiele aus der Arbeit des Berufsförderungszentrums Essen eröffnen den Beitrag und weisen den Weg zu unserer Meinung nach immer bedeutungsvoller werdenden Qualifikationsanforderungen an Ausbilder, wie sie abschließend dargestellt werden.
Building a European Education Area requires a seamless and connected learning landscape that enables mobility and lifelong learning for all. Over the past two decades, European countries have made significant efforts in this regard by adopting a learning outcome approach in vocational education and training (VET) and education and training more broadly. This shift has been driven by the need to improve the transparency and transferability of qualifications. This article presents the results of a Cedefop study on the current state of progress.
Knowing what artificial intelligence (AI) is and being aware of how the various AI systems operate and of which new opportunities and qualitative improvements for teaching and learning arise as a result of AI are just as important as familiarity with the challenges, risks and ethical and data protection requirements relating to the development and deployment of AI. This article offers an insight into this thematic area which, in light of the highly dynamic developments taking place in the field of generative AI in particular, VET will need to address on a long-term basis from both a technological and a didactic and ethical perspective.
In December 2021, the European Commission published a proposal for a Council Recommendation on a European approach to micro-credentials for lifelong learning and employability. Although in use in higher education and in English-speaking countries, the term “micro-credentials” has remained unknown in vocational education and training in Germany up until now. Much is still open and unclear, and no uniform understanding or notion exists with regard to the role which they could or should play in the member states. One of the outcomes of the Europe-wide consultation on this Recommendation is that such an instrument is not without controversy in vocational education and training. The present article looks at the core elements of the European proposal and identifies areas of potential and problem areas associated with the use of micro-credentials for VET. This is particularly highlighted via a reflection on possible developments of micro-credentials in the German VET context.
Digital media including simulations and virtual and augmented reality (VR/AR) are increasingly being used in initial and continuing vocational education and training. Although occupational learning in virtual spaces offers new possibilities, specific limits are faced compared to learning via an analogue object. In this article, a research and development project for the piloting of a virtual learning environment in the construction and maintenance of industrial cranes serves as a basis for a systematic investigation into which learning contents can be more or less effectively taught within virtual reality and into the requirements for VR tools which can be derived. The article concludes with a debate on the extent to which the findings can be generalised for (occupational) learning in digital spaces.
The rising number of examination candidates who have acquired German as a foreign or second language means that examiners are increasingly facing situations in which language barriers make it difficult to assess the professional competence which is the object of the respective oral or practical examination. The Ulm Chamber of Commerce and Industry has joined forces with the Frankfurt Fachstelle für berufsintegriertes Sprachlernen (FaberiS) [Centre for Occupationally Integrated Language Learning] to offer a seminar for examiners which addresses this issue. The article presents the background to the seminar, its design concept and initial experiences of implementation.
On 20 December 2012, the Council of the European Union issued a “Recommendation on the validation of non-formal and informal learning”, which calls upon the individual member states to introduce relevant regulations by the year 2018. The Recommendation states the main elements of a validation process. The present article begins by outlining the background and intentions of these endeavours before moving on to specify the terminology used to describe the individual elements in more detail. Finally and by way of example, a brief consideration is undertaken of national developments with regard to the implementation of the Recommendation whereby particular attention is paid to the individual stages of the process.
On 20 December 2012 the Council of the European Union issued a “Recommendation on the validation of non-formal and informal learning” which calls upon the individual Member States to introduce corresponding regulations by the year 2018. To this end, the Recommendation specifies central elements of a validation process. The article begins by outlining the background and intentions of these efforts, and goes on to concretise the definitions of individual elements. Finally, examples of national developments on implementation of the Council Recommendation are briefly considered – with particular regard to individual steps in the process.
As a consequence of introducing the European Qualifications Framework (EQF), according to the Recommendation of the European Parliament and Council of April 23, 2008, “access to and participation in lifelong learning ... and the use of qualifications [should] be promoted and improved at national and Community level.” Furthermore, the EQF should build bridges between formal, non-formal and informal learning and contribute to the validation of learning outcomes. This article considers whether, and if so, how the EQF – and particularly the German Qualifications Framework for Lifelong Learning – can promote and strengthen the recognition of non-formal and informal learning. In addressing this line of inquiry, the authors make reference to two recent expertises on this subject.
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